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Teaching Philosophy Statement for Physics Teachers: Let’s Think About

Jurnal Pendidikan IPA Indonesia · Vol. 10 No. 3 (2021) · pp. 325–335

DOI
10.15294/jpii.v10i3.28571
ISSN
2089-4392, 2339-1286
Published
2021-09-29
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

The statement of teaching philosophy reflects on teachers’ growth and dedication to achieve the goal and values. Concerning philosophy, physics is the most fundamental science discipline which has profound philosophical implications. This article aims to discuss the importance of the teaching philosophy statement (TPS) for sustaining the teaching-learning process in the classroom. Moreover, it also includes the authors’ TPS in teaching physics. This academic paper employs the systematic literature review and narrative literature review to explain scholarly opinion regarding teaching philosophy among physics and natural sciences philosophers. Three educational implications have been discussed. First, educators need to realize that not every student wants to be a physicist, and teachers need to manage this problem. More often, the physics teachers also have to think about addressing students with different abilities in the classroom. Second, as the facilitator of the learning outcomes, the teachers must possess good character and value-laden attributes necessary for teaching. Finally, the researchers of this study provide the TPS for physics, “Let Us Think About,” and philosophical implications in teaching physics. The term of teaching philosophy may vary based on the expert who writes it and its application in the classroom (i.e., philosophy in science teaching, philosophy of physics, philosophy of science in teaching, teaching philosophy, teaching statement, and teaching philosophy statement). However, the teaching philosophy statement is the most common phrase since Beatty et al. explain the concept in the early 21st century. In addition, the finding indicates that TPS is important for developing teachers’ way of thinking in the classroom setting.

Keywords

Collaboration network of the authors

9 authors · 23 co-authorship links · 12 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • National Chiayi University
  • Indonesia Open University
  • State University of Malang
  • Yangon University of Education
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Widiasih WidiasihIndonesia Open University1
ZakirmanAffiliation unknown1
Sandra Sukmaning AdjiIndonesia Open University1
Juli FirmansyahIndonesia Open University1
Ratna EkawatiState University of Malang1
Ei Phyu ChawYangon University of Education1
Cheng LinNational Chiayi University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
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	<dc:title xml:lang="en-US">Teaching Philosophy Statement for Physics Teachers: Let’s Think About</dc:title>
	<dc:creator>Sumardani, D.</dc:creator>
	<dc:creator>Dujali, C. C.</dc:creator>
	<dc:subject xml:lang="en-US">physics; teaching philosophy statement; personal source</dc:subject>
	<dc:description xml:lang="en-US">The statement of teaching philosophy reflects on teachers’ growth and dedication to achieve the goal and values. Concerning philosophy, physics is the most fundamental science discipline which has profound philosophical implications. This article aims to discuss the importance of the teaching philosophy statement (TPS) for sustaining the teaching-learning process in the classroom. Moreover, it also includes the authors’ TPS in teaching physics. This academic paper employs the systematic literature review and narrative literature review to explain scholarly opinion regarding teaching philosophy among physics and natural sciences philosophers. Three educational implications have been discussed. First, educators need to realize that not every student wants to be a physicist, and teachers need to manage this problem. More often, the physics teachers also have to think about addressing students with different abilities in the classroom. Second, as the facilitator of the learning outcomes, the teachers must possess good character and value-laden attributes necessary for teaching. Finally, the researchers of this study provide the TPS for physics, “Let Us Think About,” and philosophical implications in teaching physics. The term of teaching philosophy may vary based on the expert who writes it and its application in the classroom (i.e., philosophy in science teaching, philosophy of physics, philosophy of science in teaching, teaching philosophy, teaching statement, and teaching philosophy statement). However, the teaching philosophy statement is the most common phrase since Beatty et al. explain the concept in the early 21st century. In addition, the finding indicates that TPS is important for developing teachers’ way of thinking in the classroom setting.</dc:description>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 10, No 3 (2021): September 2021; 325-335</dc:source>
	<dc:source>2089-4392</dc:source>
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